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Introduction No More Telling As Teaching: Less Lecture, More Engaged Learning

  • how to minimize teaching as telling
  • Few educators are as effective as Cris with both students and adults
  • why and how to minimize telling as teaching
  • isn't merely a what-not-to-do for teachers but rather a way to find time and opportunity for students to engage every day in relevant, problem-based work
  • some students are good at behaving like students. What may look like engagement is actually compliance.
  • Few would argue with the contention that too much lecture is a problem
  • Cris and Elizabeth provided extraordinarily practical solutions 
  • Section 2: what research supports about true-learning, long-term retention, and reapplication of concepts. This is the long sought after guide for instructional coaches and principals to make the case that lecture only teaching is not effective
  • Section 3: Cris provides practical solutions for small-group instruction, including a model for reimagining the daily class period. She finally leads us to understand how crucial it is to know students' interests and passions--what she calls the "emotional engagement" component of learning 
Questions
  • Do the students know the behavior of learners?
  • Have I given them a way to emotionally connect with me, their peers, and/or the topic?
  • Have I connected it to meaningful work and time-worthy tasks?
Purpose
  • energy
  • ideas
  • hope for reengaging this country's students 
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